Amaç: Kardiyak arrest vakalarında ilk dakikalarda temel yaşam desteğini başlatmak morbidite ve mortalitenin önlenmesi için son derece önemlidir. Kardiyak arrest vakalarını yönetmek için uygulayıcıların eğitimi çok önemli bir role sahiptir. Bu çalışmanın amacı, temel bilgi ve temel yaşam destek eğitiminde temel bilgiler ve pratik beceriler açısından klasik yüz yüze eğitim yöntemi veya video öğreticileri arasında bir fark olup olmadığını araştırmanın amacı.
Yöntem: Herhangi bir temel/ileriyaşam destek eğitimi almamış, 18-20 yaş arası 100 sağlık meslek yüksekokulu birinci sınıf öğrencisi çalışmaya dahil edilmiştir. Uygulayıcılar iki gruba ayrıldı. Birinci gruba ileri yaşam desteği (İYD) eğiticisi tarafından hazırlanan temel yaşam desteği (TYD) videosu ile (Video grubu), ikinci gruba ise İYD eğiticisi tarafından klasik yöntemle TYD eğitimi (Klasik grup) verildi. Katılımcılar teorik bilgi ve beceri yeterlilikleri yönünden değerlendirildi. İstatistiksel analiz için ki-kare testi kullanıldı. P<0,05 değerleri istatistiksel olarak anlamlı olarak kabul edildi.
Bulgular: Klasik grupta kompresyon yerinin neresi olduğu sorusuna doğru yanıt oranı daha yüksek iken kompresyon sayısını doğru yanıtlama oranı video grubunda daha yüksekti. (Grup Klasik vs Grup video: 50/50 vs 47/50; 40/50 vs 49/50, p<0.05 ). Etkili kardiyak sıkıştırma uygulaması açısından (dakikada 100-120 kez, 5-6 cm derinlik) grup klasik yüz yüze yöntemi grup videosundan daha başarılı bulunmuştur. (31/50 vs 43/50 p <0,05) Diğer teorik ve pratik testlerde iki grup arasında istatistiksel olarak anlamlı bir fark yoktu.
Sonuç: Teorik bilgi ve pratik beceri kazanılması açısından klasik ve video eğitimi grubu arasında önemli bir fark bulunmamıştır. Video eğitimi, iyi planlanmış bir eğitim programı ile temel yaşam desteği eğitimi için kullanışlı olabilir.

Objective: It is extremely important to start Basic Life Support in the first minutes in order for prevention of morbidity and mortality in cardiac arrest cases. Education of the practitioners has a crucial role to manage a cardiac arrest case. Aim of this study to research whether there is a difference between classical face-to-face method of education or video tutorials in terms of basic information and practical skills in Basic Life Support training.
Method: 100 first grade students of school of health services aged 18-20 years who had not received any basic/advanced life support training were included in the study. Applicants were divided into two groups. The first group was trained with a video tutorial prepared by a BLS instructor (Group Video) and the second group was trained by a BLS instructor with classical methods (Group Classical). Applicants were questioned for their sufficiency in theoretical information and practical skills. Chi-Square test was used for statistical analysis. p<0.05 values were accepted as statistically significant. Results: The rate of correct response to the question of where is the compression site was higher in the classical group, and the rate of correct response to the number of compressions was significantly higher in the video group. (Grup Classic vs Grup Video: 50/50 vs 47/50; 40/50 vs 49/50, p<0.05 ). In terms of efficent cardiac compression practice (100-120 times per minute, 5-6 cm of depth) the group classical face-to-face method was found more successful than the group video. (31/50 vs 43/50 p<0.05) In other informative and practical tests there was no statistically significant difference between two groups. Conclusion: No significant difference was found between classical and video group in order to gain theoretical information and practical skills. Video training can be useful for basic life support education with a well-planned education program.

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Mustafa Azizoğlu*
MERSİN ÜNİVERSİTESİ, TIP FAKÜLTESİ
0000-0002-8266-5203
Türkiye

Handan Birbiçer
MERSİN ÜNİVERSİTESİ, TIP FAKÜLTESİ
0000-0003-3510-9279
Türkiye

Aslınur Sagün
MERSİN ÜNİVERSİTESİ, TIP FAKÜLTESİ
0000-0002-7884-5842
Türkiye

Nurcan Doruk
MERSİN ÜNİVERSİTESİ, TIP FAKÜLTESİ
0000-0003-0141-1111
Türkiye